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Articles 1 - 8 of 8
Full-Text Articles in Education
Getting To A Culture Of Assessment : Antecedents To Change Readiness., Maurini Strub, Samantha Mcclellan
Getting To A Culture Of Assessment : Antecedents To Change Readiness., Maurini Strub, Samantha Mcclellan
Faculty Scholarship
Paramount to the success of any assessment initiative is an organization that supports and welcomes the processes that will influence meaningful change. To create this culture of assessment, librarians must generate stakeholder buy-in. By synthesizing the prior research in Business Management and Organizational Psychology, we propose antecedents to buy-in to creating a culture of assessment that can provide a theoretical framework for meaningful organizational change on any scale. We situate the conceptual antecedents to buy-in, Management Needs and Employee Needs, through a familiar tool for assessment librarians: Suggestion Systems.
From Stopout To Scholar : Pathways To Graduation Through Adult Degree Completion Programs., Matt Bergman
From Stopout To Scholar : Pathways To Graduation Through Adult Degree Completion Programs., Matt Bergman
Faculty Scholarship
Although colleges and universities are facing increased scrutiny to demonstrate a return on investment for their students, the demand for college-educated workers continues to grow. As of 2010, the U.S. Census Bureau estimated that more than one-fifth of Americans age 25 and older—around 43.5 million people—have some postsecondary education but no degree (Lumina, 2012). This article presents an integrative review of relevant, rigorous, and research based programs that create a fast path to degree completion for working adults. While national data still shows that postsecondary credentials remain a good investment for individuals and the overall economy (Carnavale & Rose, 2015), …
Picturebooks And Gender : Making Informed Choices For Equitable Early Childhood Classrooms., Kathryn F. Whitmore, Christie Angleton, Emily L. Zuccaro
Picturebooks And Gender : Making Informed Choices For Equitable Early Childhood Classrooms., Kathryn F. Whitmore, Christie Angleton, Emily L. Zuccaro
Faculty Scholarship
We examine picturebooks through a feminist lens, understanding that children’s literature and media can limit and expand how young children access gender representations. We describe four categories that increase teacher knowledge to select books with multiple and varied gender representations for children in their classrooms. These four categories are gender binaries, discourses of childhood innocence, intersectionality, and heteronormativity. We illustrate each category with two quality books that maintain and disrupt each theme. We hope teachers will find the categories useful for thoughtfully selecting books for classroom libraries, read aloud, and discussion.
Associations Between Perceived Teaching Behaviors And Affect In Upper Elementary School Students., Allison D. Barnard, Jill L. Adelson, Patrick Pössel
Associations Between Perceived Teaching Behaviors And Affect In Upper Elementary School Students., Allison D. Barnard, Jill L. Adelson, Patrick Pössel
Faculty Scholarship
We explored the associations between student-perceived teaching behaviors and negative affect (NA) and positive affect (PA) in upper elementary age students, both before and after controlling for perceived parenting behaviors. The Teaching Behavior Questionnaire (TBQ), the Alabama Parenting Questionnaire (APQ), and the Positive and Negative Affect Schedule for Children (PANAS-C) were completed by 777 third to fifth graders in nine elementary schools. Using two-level hierarchical linear model analyses, we found that (a) perceived instructional teaching behavior was negatively associated with NA and positively associated with PA; (b) perceived organizational behavior was not associated with either; (c) perceived socio-emotional teaching behavior …
Moving Interpretations : Using Drama-Based Arts Strategies To Deepen Learning About The Diary Of A Young Girl., James S. Chisholm, Kathryn F. Whitmore, Ashley L. Shelton, Irina V. Mcgrath
Moving Interpretations : Using Drama-Based Arts Strategies To Deepen Learning About The Diary Of A Young Girl., James S. Chisholm, Kathryn F. Whitmore, Ashley L. Shelton, Irina V. Mcgrath
Faculty Scholarship
Three drama-based arts strategies enhanced middle grades teachers’ and students’ engagement with Anne Frank’s diary and historical circumstances.
Bodies In Space/Bodies In Motion/Bodies In Character : Adolescents Bear Witness To Anne Frank., James S. Chisholm, Kathryn F. Whitmore
Bodies In Space/Bodies In Motion/Bodies In Character : Adolescents Bear Witness To Anne Frank., James S. Chisholm, Kathryn F. Whitmore
Faculty Scholarship
Situated at the intersection of research on Holocaust education and embodied literacies this study examines how an arts-based instructional approach engaged middle school learners in developing empathetic perspectives on the Anne Frank narrative. We addressed the research question: What can adolescents who are using their bodies to gain empathy with Anne Frank teach us about embodied literacies? Digital images and video were used to generate a multimodal analytic method that combined focus group interviewing with the Semiotic Photo Response Protocol and Visual Discourse Analysis. Analyses of performance and visual arts texts illustrated how students layered their understandings as they recast …
Undergraduate Teaching Assistant Impact On Student Academic Achievement., Stephanie B. Philipp, Thomas R. Tretter, Christine V. Rich
Undergraduate Teaching Assistant Impact On Student Academic Achievement., Stephanie B. Philipp, Thomas R. Tretter, Christine V. Rich
Faculty Scholarship
This study evaluated the impact that trained and supported undergraduate teaching assistants (UTAs) may have had on the academic achievement of students in the first semester of an introductory chemistry course for science and engineering majors. Framed by the concepts of Lave and Wenger’s Community of Practice and Wheeler, Martin and Suls’ Proxy Model of Social Comparison , the study used an untreated control group with dependent post-test only design. Covariates related to student academic achievement and contextual variables were also collected and used to build models for the final exam core outcome variable. Hierarchical linear models indicated that having …
Development Of Undergraduate Teaching Assistants As Effective Instructors In Stem Courses., Stephanie B. Philipp, Thomas R. Tretter, Christine V. Rich
Development Of Undergraduate Teaching Assistants As Effective Instructors In Stem Courses., Stephanie B. Philipp, Thomas R. Tretter, Christine V. Rich
Faculty Scholarship
This study examined the development of peer mentoring skills and deepening of content knowledge by trained and supported undergraduate teaching assistants (UTAs) working with students in entry-level STEM courses across nine departments at a large research intensive U.S. university. Data were collected from two sources: a survey with 10 items requesting 5-point Likert-type responses and an open-ended reflection written by each UTA to process their experiences. The survey responses were analyzed by comparing rates of agreement across the 10 items. Statements from the reflections were categorized by research question and descriptively labeled to capture the essence of implied or explicit …